Goals & Objectives:
Goal: Learn the social, political, geographic, and economic conditions of the North & South.
Objective: In a class lecture and study guide, students can identify at least one difference in social, political, geographic, and economic conditions between the North and South and be able to deduce at least two causes that led to the division of the country. |
California State Content Standards:
8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War.
8.10.2: Trace the boundaries constituting the North and the South, the geographical differences between the two regions and the differences between agrarians and industrialists.
8.10.2: Trace the boundaries constituting the North and the South, the geographical differences between the two regions and the differences between agrarians and industrialists.
Common Core Literacy Standards:
CCSS.ELA-Literacy.RH6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details
CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details
CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Driving Historical Questions:
How was the North different from the South?
What factors caused the Civil War in the United States?
What factors caused the Civil War in the United States?
Lesson Introduction:
Through an anticipatory set, the teacher will introduce students to the concept of opposites. In the beginning of class the teacher will ask the students if they have felt like the complete opposite to their sibling, parent, or friend. The teacher will provide an example between herself and her brother (girl/boy; listens to rock music/rap music; etc.). Students will brainstorm their responses, share with their group members, and can choose to share to the whole class.
Vocabulary:
Students will learn the following terms:
Abolitionism
“Bleeding Kansas”
Compromise of 1850
Fugitive Slave Act
Industrial Revolution
Kansas Nebraska Act
Popular Sovereignty
Republicans
Scott v. Sanford (1857)
Sectionalism
Urbanization
* Students will have their study guide be a reinforcement.
Abolitionism
“Bleeding Kansas”
Compromise of 1850
Fugitive Slave Act
Industrial Revolution
Kansas Nebraska Act
Popular Sovereignty
Republicans
Scott v. Sanford (1857)
Sectionalism
Urbanization
* Students will have their study guide be a reinforcement.
Content Delivery:
The teacher will deliver the content via lecture. The topic of discussion will be a contextualized understanding of the North and South. The teacher will connect the causes of the war to the social, political, geographic, and economic differences between these two regions. A study guide will be provided.
The teacher will periodically ask questions throughout the lecture.
The teacher will periodically ask questions throughout the lecture.
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Student Engagement:
Students will use their guided notes throughout the lecture to record key concepts, terms, and definitions. Teacher will periodically ask questions in order to check for understanding. Students will get feedback from both peers and teachers.
Students will also be asked to write a letter in the perspective of a citizen of the North or South. More information will be provided in the closure of the lesson plan.
Students will also be asked to write a letter in the perspective of a citizen of the North or South. More information will be provided in the closure of the lesson plan.
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Lesson Closure:
Prompt: Students are to write a letter in the perspective of a Northerner or Southerner. In the letter to their cousin, the student must: describe at least one geographic, social, political, or economic fact regarding their life in that region. The letter should address what they like and dislike about living in that region. Students must also write about one of the laws that they learned in the lecture and their thoughts on the law.
* Students will be numbered off one representing they live in the North and two meaning they live in the South.
* Students will be numbered off one representing they live in the North and two meaning they live in the South.
Assessments (Formative & Summative):
Formative: Teacher will periodically ask questions throughout the lecture to check for understanding. Teachers will also hear conversations taking place between pairs and groups.
Summative: In the student’s letter to their cousin, they will show what they have learned and will get feedback by the teacher.
Summative: In the student’s letter to their cousin, they will show what they have learned and will get feedback by the teacher.
Accommodations for English Learners, Striving Readers, Students with Special Needs:
Guided notes are given to help English Language Learners as well as Students with Special Needs.
Short definitions will help English Language Learners, Striving Readers, and Students with Special Needs grapple with new vocabulary.
Letter to Cousin is based off of Think-Write-Pair-Share is an accommodation that will help all students because they have the opportunity to write, read, listen, and speak in the context of the social sciences.
Short definitions will help English Language Learners, Striving Readers, and Students with Special Needs grapple with new vocabulary.
Letter to Cousin is based off of Think-Write-Pair-Share is an accommodation that will help all students because they have the opportunity to write, read, listen, and speak in the context of the social sciences.
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Lesson Plan | |
File Size: | 106 kb |
File Type: | civil war lecture outline |